few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Thought: This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.
Answer: C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000674

5
options: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
problem_activity: Narrative
The purpose of this activity is for students to describe patterns in the sequence of even and odd numbers when they count by 1. Students notice that even numbers are numbers that you count when you skip-count by 2 (MP7).
In order for all students to visualize the sequence, perform the activity where the whole class can be arranged in a circle with space for students to sit and stand. Depending on class size, the count may go beyond 20. It is ok for students to notice and wonder about even and odd numbers beyond 20, but maintain the focus throughout the lesson on numbers within 20.
Launch
Form the class into a circle with all students standing.
“We are going to count together by 1. The first person to count will say 0 and stay standing.”
“The next person will say their number and sit down. The next person will say their number and stay standing.”
“We will keep counting until everyone has said a number.”
As needed, demonstrate the stand-sit-stand-sit sequence.
Record the count:
[IMG]
Prompt students who are standing to say their numbers. (0, 2, 4, …)
Prompt students who are sitting to say their numbers. (1, 3, 5, …)
Activity
“Write down what you notice and what you wonder about the numbers in our count.”
3 minutes: independent work time
2 minutes: partner discussion
Monitor for students' responses that focus on even and odd number patterns to share in synthesis.
Student Facing
What did you notice? What do you wonder?
Student Response
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Activity Synthesis
Share and record student responses.
Display:
[IMG]
“This is a list of all the even and odd numbers from 0 to 20.”
“What patterns do you notice?” (All the even numbers are numbers you say when you skip-count by 2. The digits 0, 2, 4, 6, 8 repeat in the ones place for even numbers. The digits 1, 3, 5, 7, 9 repeat in the ones place in odd numbers.)
“How could you use these patterns to tell if a number of objects is even or odd?” (If the number is an even number you say it when you skip-count by 2.)


correct_option_index: 0